[ { "key": "PWQSG54S", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/PWQSG54S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/PWQSG54S", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/347551/items/NWE27A6Z", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } } }, "data": { "key": "PWQSG54S", "version": 2, "parentItem": "NWE27A6Z", "itemType": "attachment", "linkMode": "linked_url", "title": "", "accessDate": "2015-04-27T03:04:23Z", "url": "http://www.hs.iastate.edu/news/2010/07/20/rendon-leads-efforts/", "note": "", "contentType": "", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "ZGKTGAR2", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/ZGKTGAR2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/ZGKTGAR2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Immordino-Yang and Damasio", "parsedDate": "2007-03-01", "numChildren": 0 }, "data": { "key": "ZGKTGAR2", "version": 2, "itemType": "journalArticle", "title": "We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education", "creators": [ { "creatorType": "author", "firstName": "Mary Helen", "lastName": "Immordino-Yang" }, { "creatorType": "author", "firstName": "Antonio", "lastName": "Damasio" } ], "abstractNote": "ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.", "publicationTitle": "Mind, Brain, and Education", "publisher": "", "place": "", "date": "March 1, 2007", "volume": "1", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "3-10", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1751-228X.2007.00004.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x/abstract", "accessDate": "2015-04-25T00:09:28Z", "PMID": "", "PMCID": "", "ISSN": "1751-228X", "archive": "", "archiveLocation": "", "shortTitle": "We Feel, Therefore We Learn", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "2007 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "B5TBNSF4", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/B5TBNSF4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/B5TBNSF4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Schon", "parsedDate": "1984-09-23", "numChildren": 0 }, "data": { "key": "B5TBNSF4", "version": 2, "itemType": "book", "title": "The Reflective Practitioner: How Professionals Think In Action", "creators": [ { "creatorType": "author", "firstName": "Donald A.", "lastName": "Schon" } ], "abstractNote": "A leading M.I.T. social scientist and consultant examines five professions—engineering, architecture, management, psychotherapy, and town planning—to show how professionals really go about solving problems.The best professionals, Donald Schön maintains, know more than they can put into words. To meet the challenges of their work, they rely less on formulas learned in graduate school than on the kind of improvisation learned in practice. This unarticulated, largely unexamined process is the subject of Schön’s provocatively original book, an effort to show precisely how ”reflection-in-action” works and how this vital creativity might be fostered in future professionals.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1 edition", "date": "September 23, 1984", "publisher": "Basic Books", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "384", "ISBN": "9780465068784", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Reflective Practitioner", "language": "English", "libraryCatalog": "Amazon", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "M3CUFI76", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/M3CUFI76", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/M3CUFI76", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Rendón and Nepo", "parsedDate": "2014-04-03", "numChildren": 0 }, "data": { "key": "M3CUFI76", "version": 2, "itemType": "book", "title": "Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation", "creators": [ { "creatorType": "author", "firstName": "Laura I.", "lastName": "Rendón" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Nepo" } ], "abstractNote": "“Rendón’s book, is the Pedagogy of the Oppressed for our time, bringing the lenses of feminist, postmodernist, anticolonial, and critical theory to bear on liberatory education.”?Michigan Journal of Community Service Learning\"An important, thought-provoking, and unique addition to the literature on teaching, learning, and the academic life.\" ?The Review of Higher Education\"In this visionary study, Laura Rendón lays the groundwork for a pedagogy that bridges the gap between mind and heart to lead students and educators toward a new conception of teaching and learning. Rendón invites the reader to join a burgeoning movement toward more inclusive classrooms that honor each learner's identity and support education for social justice. Her book is vital reading for anyone seeking to create more inclusive institutions for students and teachers alike.\"?Diversity & Democracy (AAC&U)• An inspirational and holistic approach to teaching by a renowned Latina scholar • Defines seven steps to unlocking the potential of teachers and their students Laura Rendón reconnects readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the well being of our society.She offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentirof intuition and the inner life and the pensarof intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "Reprint edition", "date": "April 3, 2014", "publisher": "Stylus Publishing", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "198", "ISBN": "9781579229849", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Sentipensante (Sensing/Thinking) Pedagogy", "language": "English", "libraryCatalog": "Amazon", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "WNSF6UAG", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/WNSF6UAG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/WNSF6UAG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Immordino-Yang et al.", "parsedDate": "2012-07-01", "numChildren": 0 }, "data": { "key": "WNSF6UAG", "version": 2, "itemType": "journalArticle", "title": "Rest Is Not Idleness Implications of the Brain’s Default Mode for Human Development and Education", "creators": [ { "creatorType": "author", "firstName": "Mary Helen", "lastName": "Immordino-Yang" }, { "creatorType": "author", "firstName": "Joanna A.", "lastName": "Christodoulou" }, { "creatorType": "author", "firstName": "Vanessa", "lastName": "Singh" } ], "abstractNote": "When people wakefully rest in the functional MRI scanner, their minds wander, and they engage a so-called default mode (DM) of neural processing that is relatively suppressed when attention is focused on the outside world. Accruing evidence suggests that DM brain systems activated during rest are also important for active, internally focused psychosocial mental processing, for example, when recalling personal memories, imagining the future, and feeling social emotions with moral connotations. Here the authors review evidence for the DM and relations to psychological functioning, including associations with mental health and cognitive abilities like reading comprehension and divergent thinking. This article calls for research into the dimensions of internally focused thought, ranging from free-form daydreaming and off-line consolidation to intensive, effortful abstract thinking, especially with socioemotional relevance. It is argued that the development of some socioemotional skills may be vulnerable to disruption by environmental distraction, for example, from certain educational practices or overuse of social media. The authors hypothesize that high environmental attention demands may bias youngsters to focus on the concrete, physical, and immediate aspects of social situations and self, which may be more compatible with external attention. They coin the term constructive internal reflection and advocate educational practices that promote effective balance between external attention and internal reflection.", "publicationTitle": "Perspectives on Psychological Science", "publisher": "", "place": "", "date": "2012-07-01", "volume": "7", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "352-364", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Perspectives on Psychological Science", "DOI": "10.1177/1745691612447308", "citationKey": "", "url": "http://pps.sagepub.com.ezproxy.proxy.library.oregonstate.edu/content/7/4/352", "accessDate": "2015-04-30T02:01:47Z", "PMID": "", "PMCID": "", "ISSN": "1745-6916, 1745-6924", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "pps.sagepub.com.ezproxy.proxy.library.oregonstate.edu", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "MEMORY", "type": 1 }, { "tag": "prosocial emotion", "type": 1 }, { "tag": "reflection", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "NWE27A6Z", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/NWE27A6Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/NWE27A6Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Dillavou", "parsedDate": "2010-07-20", "numChildren": 1 }, "data": { "key": "NWE27A6Z", "version": 2, "itemType": "webpage", "title": "Rendón leads efforts to change traditional approach to education", "creators": [ { "creatorType": "author", "firstName": "Laura", "lastName": "Dillavou" } ], "abstractNote": "Sentipensante education is a classroom experience that transcends most others. It connects the mind with heart, and encourages faculty to work with students in a holistic fashion. While this approach isn’t new, the sentipensante method is gaining attention for its timely and critical contributions to today’s higher education pedagogy.", "websiteTitle": "Iowa State University College of Human Sciences", "websiteType": "", "date": "July 20, 2010", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.hs.iastate.edu/news/2010/07/20/rendon-leads-efforts/", "accessDate": "", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "BZGGTA7V", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/BZGGTA7V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/BZGGTA7V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Megan. Boler", "parsedDate": "1999", "numChildren": 0 }, "data": { "key": "BZGGTA7V", "version": 2, "itemType": "book", "title": "Feeling power : emotions and education", "creators": [ { "creatorType": "author", "name": "Megan. Boler" } ], "abstractNote": "pt. I. Emotions as a site of social control. Ch. 1. Feeling power: theorizing emotions and social control in education. Ch. 2. Disciplined emotions: locating emotions in gendered educational histories. Ch. 3. Capitalizing on emotional \"skills\": \"emotional intelligence\" and scientific morality. Ch. 4. Taming the labile student: emotional literacy curricula -- pt. II. Emotions as a site of political resistance. Ch. 5. A feminist politics of emotion. Ch. 6. License to feel: teaching in the context of war(s). Ch. 7. The risks of empathy: Interrogating multiculturalism's gaze. Ch. 8. A pedagogy of discomfort: witnessing and the politics of anger and fear.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1999", "publisher": "Routledge", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0415921031", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Feeling power", "language": "eng", "libraryCatalog": "Primo", "callNumber": "LC196", "rights": "", "extra": "", "tags": [ { "tag": "Affective education.", "type": 1 }, { "tag": "Critical pedagogy.", "type": 1 }, { "tag": "Emotions and cognition.", "type": 1 }, { "tag": "Éducation affective.", "type": 1 }, { "tag": "Émotions et cognition.", "type": 1 }, { "tag": "Feminism and education.", "type": 1 }, { "tag": "Pédagogie critique.", "type": 1 }, { "tag": "Pédagogie féministe.", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "QS9N7JAA", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/QS9N7JAA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/QS9N7JAA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "James and Brookfield", "parsedDate": "2014-04-07", "numChildren": 0 }, "data": { "key": "QS9N7JAA", "version": 2, "itemType": "book", "title": "Engaging Imagination: Helping Students Become Creative and Reflective Thinkers", "creators": [ { "creatorType": "author", "firstName": "Alison", "lastName": "James" }, { "creatorType": "author", "firstName": "Stephen D.", "lastName": "Brookfield" } ], "abstractNote": "How to nurture creativity in tomorrow’s innovators—today’s college students When asked what they want colleges to emphasize most, employers didn’t put science, computing, math, or business management first. According to AAC&U’s 2013 employer survey, 95% of employers give hiring preference to college graduates with skills that will enable them to contribute to innovation in the workplace. In Engaging Imagination: Helping Students Become Creative and Reflective Thinkers, two leading educators help college instructors across disciplines engage students in nurturing creativity and innovation for success beyond the classroom. Alison James, an expert in creative arts education, and Stephen D. Brookfield, bestselling author, outline how creative exploration can extend students’ reflective capabilities in a purposeful way, help them understand their own potential and learning more clearly, and imbue students with the freedom to generate and explore new questions. This book: shows why building creative skills pays dividends in the classroom and in students’ professional lives long after graduation; offers research-based, classroom-tested approaches to cultivating creativity and innovation in the college setting; provides practical tools for incorporating “play” into the college curriculum; draws on recent advances in the corporate sector where creative approaches have been adopted to reinvigorate thinking and problem-solving processes; and includes examples from a variety of disciplines and settings. Engaging Imagination is for college and university faculty who need to prepare students for the real challenges of tomorrow’s workplace.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1 edition", "date": "April 7, 2014", "publisher": "Jossey-Bass", "place": "San Francisco", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "304", "ISBN": "9781118409473", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Engaging Imagination", "language": "English", "libraryCatalog": "Amazon", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "H48CIQMS", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/H48CIQMS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/H48CIQMS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Zembylas", "parsedDate": "2012-02", "numChildren": 0 }, "data": { "key": "H48CIQMS", "version": 2, "itemType": "journalArticle", "title": "Discomforting pedagogies: emotional tensions, ethical dilemmas and transformative possibilities", "creators": [ { "creatorType": "author", "firstName": "MichalinosMcGlynn, Claire", "lastName": "Zembylas" } ], "abstractNote": "This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10‐ and 11‐year‐old students of an integrated school in Northern Ireland. At the centre of the analysis are the students’ and the teacher’s emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic ‘Blue‐Eyed, Brown‐Eyed’ exercise) is implemented to teach students about social injustice. The theoretical framework that informs this investigation is grounded in the notion of ‘pedagogy of discomfort’. A qualitative, ethnographic perspective forms the basis for the data collection and analysis. The findings show that the pedagogical exercise does not have the same impact on all participants, yet it contains several risks, most notably those of differential power and privilege between teacher and students and the ethical implications of putting some children (even temporarily) in a disadvantaged place. The implications are discussed in terms of teaching and learning through discomfort.", "publicationTitle": "British Educational Research Journal", "publisher": "", "place": "", "date": "February 2012", "volume": "38", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "41-59", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "British Educational Research Journal", "DOI": "10.1080/01411926.2010.523779", "citationKey": "", "url": "http://proxy.library.oregonstate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=69659696&site=ehost-live", "accessDate": "2015-04-30T01:58:51Z", "PMID": "", "PMCID": "", "ISSN": "01411926", "archive": "", "archiveLocation": "", "shortTitle": "Discomforting pedagogies", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement", "type": 1 }, { "tag": "EDUCATION -- Aims & objectives", "type": 1 }, { "tag": "EDUCATION -- Ireland", "type": 1 }, { "tag": "EFFECTIVE teaching", "type": 1 }, { "tag": "IRELAND", "type": 1 }, { "tag": "PROGRAM effectiveness (Education)", "type": 1 }, { "tag": "TEACHER effectiveness", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "J5NHU29H", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/J5NHU29H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/J5NHU29H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Brookfield", "parsedDate": "1995-10-13", "numChildren": 0 }, "data": { "key": "J5NHU29H", "version": 2, "itemType": "book", "title": "Becoming a Critically Reflective Teacher", "creators": [ { "creatorType": "author", "firstName": "Stephen D.", "lastName": "Brookfield" } ], "abstractNote": "1996 Winner of the Cyril O. Houle World Award for Literature in Adult Education \"[Brookfield] gently demystifies critically reflective learning and teaching with dozens of practical examples from the classroom in different scholarly fields. Lucid, wise, jargon-free, personal and fluently written. Required reading for educators of adults everywhere and for all faculty development programs.\" -- Jack Mezirow, emeritus professor of adult education, Teachers College, Columbia University Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, and applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for ongoing personal and professional development.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1st edition", "date": "October 13, 1995", "publisher": "Jossey-Bass", "place": "San Francisco", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "320", "ISBN": "9780787901318", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "Amazon", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "N5HQBECA", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/N5HQBECA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/N5HQBECA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Immordino-Yang and Sylvan", "parsedDate": "2010-04", "numChildren": 0 }, "data": { "key": "N5HQBECA", "version": 2, "itemType": "journalArticle", "title": "Admiration for virtue: Neuroscientific perspectives on a motivating emotion", "creators": [ { "creatorType": "author", "firstName": "Mary Helen", "lastName": "Immordino-Yang" }, { "creatorType": "author", "firstName": "Lesley", "lastName": "Sylvan" } ], "abstractNote": "Social emotions like admiration for another person’s virtue are often associated with a desire to be virtuous one’s self, and to engage in meaningful and socially relevant activities against any odds (Haidt & Seder, 2007). These emotions can profoundly inspire us, sometimes motivating our most significant life-course decisions. Yet despite the cognitive maturity and complexity of knowledge required to induce an emotion like admiration for virtue, our recent study of the brain and psychophysiological correlates of experiencing this emotion revealed significant involvement of low-level brain systems responsible for the feeling of the gut and the maintenance of basic life regulation (Immordino-Yang, McColl, Damasio, & Damasio, 2009). These findings contribute an interesting jumping-off point for reexamining the educational study of motivation states because they suggest that, contrary to current conceptions in educational research, nonconscious, low-level physiological processes related to survival and bodily sensation may be critical contributors to intrinsic motivation.", "publicationTitle": "Contemporary Educational Psychology", "publisher": "", "place": "", "date": "April 2010", "volume": "35", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "110-115", "series": "Special Issue on “Brain Research, Learning, and Motivation”", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Contemporary Educational Psychology", "DOI": "10.1016/j.cedpsych.2010.03.003", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0361476X10000081", "accessDate": "2015-04-30T02:00:27Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Admiration for virtue", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Drives", "type": 1 }, { "tag": "Emotion", "type": 1 }, { "tag": "Motivation", "type": 1 }, { "tag": "Neuroscience", "type": 1 }, { "tag": "Unconscious/non-conscious processing", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "GFGJS3IT", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/GFGJS3IT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/GFGJS3IT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "hooks", "parsedDate": "1994", "numChildren": 0 }, "data": { "key": "GFGJS3IT", "version": 2, "itemType": "book", "title": "Teaching to transgress : education as the practice of freedom", "creators": [ { "creatorType": "author", "firstName": "bell", "lastName": "hooks" } ], "abstractNote": "Introduction: teaching to transgress -- Engaged pedagogy -- Revolution of values: the promise of multicultural change -- Embracing change: teaching in a multicultural world -- Paulo Freire -- Theory as liberatory practice -- Essentialism and experience -- Holding my sister's hand: feminist solidarity -- Feminist thinking: in the classroom right now -- Feminist scholarship: Black scholars -- Building a teaching community: a dialogue -- Language: teaching new worlds/new words -- Confronting class in the classroom -- Eros, eroticism, and the pedagogical process -- Ecstasy: teaching and learning without limits., In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom. Teaching students to \"transgress\" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for the author, the teacher's most important goal. -- From back cover., Includes index.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1994", "publisher": "Routledge", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0415908078", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Teaching to transgress", "language": "eng", "libraryCatalog": "Primo", "callNumber": "LC196", "rights": "", "extra": "", "tags": [ { "tag": "Critical pedagogy.", "type": 1 }, { "tag": "Critical thinking Study and teaching.", "type": 1 }, { "tag": "Demokratisierung.", "type": 1 }, { "tag": "Education.", "type": 1 }, { "tag": "Emanzipatorische Erziehung.", "type": 1 }, { "tag": "Enseignement.", "type": 1 }, { "tag": "Feminism and education.", "type": 1 }, { "tag": "Feminism.", "type": 1 }, { "tag": "Feminisme.", "type": 1 }, { "tag": "Feminismo y educación.", "type": 1 }, { "tag": "Innovation.", "type": 1 }, { "tag": "Kritische pedagogiek.", "type": 1 }, { "tag": "Kritisches Denken.", "type": 1 }, { "tag": "Multicultural Education", "type": 1 }, { "tag": "Onderwijs.", "type": 1 }, { "tag": "Pädagogik.", "type": 1 }, { "tag": "Pedagogía.", "type": 1 }, { "tag": "Pensamiento crítico Estudio y enseñanza.", "type": 1 }, { "tag": "Pensée critique Étude et enseignement.", "type": 1 }, { "tag": "Pédagogie critique.", "type": 1 }, { "tag": "Pédagogie féministe.", "type": 1 }, { "tag": "Prejudice.", "type": 1 }, { "tag": "Teaching.", "type": 1 }, { "tag": "Thinking.", "type": 1 }, { "tag": "Unterricht.", "type": 1 }, { "tag": "Verhaltensmodifikation.", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-04-30T02:16:43Z", "dateModified": "2015-04-30T02:16:43Z" } }, { "key": "6TZCCHMP", "version": 2, "library": { "type": "group", "id": 347551, "name": "MetareflectionLOEX2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/347551/items/6TZCCHMP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/metareflectionloex2015/items/6TZCCHMP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3030, "username": "amlibrarian", "name": "Anne-Marie Deitering", "links": { "alternate": { "href": "https://www.zotero.org/amlibrarian", "type": "text/html" } } }, "creatorSummary": "Blodget et al.", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "6TZCCHMP", "version": 2, "itemType": "document", "title": "Neuroscience & the Classroom: Making Connections", "creators": [ { "creatorType": "author", "firstName": "Aiden S.", "lastName": "Blodget" }, { "creatorType": "author", "firstName": "Kurt", "lastName": "Fischer" }, { "creatorType": "author", "firstName": "Mary Helen", "lastName": "Immordino-Yang" } ], "abstractNote": "Exciting new developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform how we teach in the classroom. 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How Blaming Teachers Distorts the Bigger Picture", "creators": [ { "creatorType": "author", "firstName": "Kevin K.", "lastName": "Kumashiro" }, { "creatorType": "author", "firstName": "Williams", "lastName": "Ayers" }, { "creatorType": "author", "firstName": "Therese", "lastName": "Quinn" } ], "abstractNote": "''This book could be a springboard for teachers ... to become more actively involved in advocating for a paradigm shift in our concept of education.''--Grace Lee Boggs, The Boggs Center''Kumashiro is a remarkable sleuth who ... shows us how the deck is stacked, how the game is played, who gains, and who loses. Join him in a clarion call to build a Movement to reclaim public education.''--Robert P. Moses, The Algebra Project''Courageous, blunt, and hopeful, Bad Teacher! offers a democratic vision for true educational change.''--Sonia Nieto, University of Massachusetts at Amherst''Anyone seeking to understand why so many of the reforms we have pursued have failed will benefit from reading this book.''--Pedro A. Noguera, New York University''Kumashiro explains why we should think differently about the prescriptions that are now taken for granted--and wrong.''--Diane Ravitch, New York University, author of The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education''Kumashiro expertly examines the many forces working against public education, and how and why these forces are at play.''--Dennis Van Roekel, President, National Education Association''Bad Teacher! is oh-so-smart and timely. . . . This book attacks head-on the ragged patchwork of 'school reform' that has left us without even the vocabulary to frame what's gone wrong.''--Patricia J. Williams, Columbia Law SchoolIn his latest book, leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems. He convincingly demonstrates how current trends, like market-based reforms and fast-track teacher certification programs are creating overwhelming obstacles to achieving an equitable education for all children.Bad Teacher! highlights the common ways that both the public and influential leaders think about the problems and solutions for public education, and suggests ways to help us see the bigger picture and reframe the debate. 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Kumashiro draws on his experience as a teacher, teacher educator, and education researcher to analyze how anti-oppressive educators may operate in ways that challenge some forms of oppression yet unintentionally comply with others. Drawing on Butler's work, which views oppression in society as being characterized by harmful repetitions of certain privileged knowledge and practices, the author examines how theories of anti-oppressive education can help educators learn, teach, and supervise student teachers, and conduct educational research in ways that work against such harmful repetitions. Kumashiro describes incidents in which his students sought knowledge that confirmed what they already knew, and when he as the teacher unintentionally missed opportunities to resist this repetition and guide his students through an emotional crisis. 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